Project Description - Green Bank Observatory



Project Description

I. Introduction

The National Youth Science Foundation®, Inc. (NYSF) and the National Radio Astronomy Observatory (NRAO) propose to jointly operate the Governor’s School for Mathematics and Science (GSMS) at the NRAO in Green Bank, West Virginia for two weeks in July/August of 2014. NYSF and NRAO recognize the importance of building a strong appreciation for mathematics and science in middle school students as they begin to make critical decisions about their academic and professional careers. With a half century’s expertise in experiential education, these two organizations are uniquely capable of presenting a program of the highest quality and impact. Based upon the success of the 2005 through 2013 Green Bank sessions of the Governor’s School, NYSF and NRAO enthusiastically present this proposal.

Since NYSF and the NRAO first joined forces to host the GSMS in 2005, more than 450 talented West Virginia students have experienced scientific research first hand through the unique program we offer. Through rigorous evaluation studies conducted each year, we know students who participate in our program gain a greater knowledge of the nature of scientific inquiry, greater self confidence and an increased sense of self-efficacy and scientific identity, two key predictors of future success in completing STEM majors.

The success of the NYSF/NRAO The proposed GSMS program draws depends on the strengths of both organizations. NRAO contributes invaluable educational and research experience, along with access to unique scientific facilities and a national pool of outstanding teachers who exemplify the best practices in STEM Education. NYSF provides organizational leadership, staff capability, and experience in operating comprehensive residential youth science education programs. NYSF operates the National Youth Science Camp®, a program that has served the nation’s brightest graduating high school students since its inception in 1963, the Youth Science Leadership Institute (2005-2006), an internationally focused program supported by the United States Department of State, and the West Virginia Youth Science Camp (1994-5, 2011-present). NRAO is a national research center, home to the world-class Robert C. Byrd Green Bank Telescope (GBT), and a well-equipped science education center. The expertise and histories of these organizations makes for an ideal team to operate the GSMS in a unique and irreplaceable way that would be impossible to replicate in another setting or under different oversight.

The former Governor of West Virginia said it well, the during a visit to the 2008 Green Bank session of the GSMS:

“As leaders responsible for our children’s growth, we must do a better job of encouraging those students who have interest or special skills in math and science to build upon those skills. Placing them in a fantastic research setting like Green Bank and giving them an opportunity to learn from great scientists and professors does just that. It builds on their enthusiasm and encourages these bright young people to excel. I also saw the same enthusiasm in their mentors. The scientists and instructors, along with me, sensed the energy of these kids, and we enjoyed the opportunity to see them blossom in such a fantastic setting.”

II. Program

GSMS-Green Bank, as proposed, consists of a two-week residential program for 60 rising ninth-graders (30 girls and 30 boys). All rising ninth grade applicants who profess an interest in the Green Bank program will be considered, including students who participated in GSMS-WVU as rising eighth-graders. The GSMS-Green Bank program consists of several components: a central research theme of radio astronomy research, foundation talks, directed studies, and enrichment activities.

A. Central Research Theme: Radio Astronomy

The central theme for GSMS-Green Bank is radio astronomy research, with supporting activities in other advanced STEM topics. Students spend two weeks at NRAO immersed in the activities of this national research center. During their stay, they work in teams of 4 to 6 students led by a teacher and supported by a mentor and an NRAO staff scientist. Students use a 40-foot diameter radio telescope to pursue open-ended research problems. These research problems are carefully designed to cover a variety of astronomy topics to be viable with the time and equipment available. A representative example and results from the 2009 GSMS-Green Bank are provided in Appendix 1. Research prompts include such topics as measuring hydrogen gas in the Milky Way Galaxy, attempting to detect planets and black holes, and exploring technical capabilities of the 40-foot telescope itself. At the conclusion of the GSMS, the student research groups present their findings to each other, GSMS staff, and NRAO scientists and guests in a formal academic colloquium that reinforces the need for ongoing research and exploration. Poster versions of their presentations are prominently displayed in the NRAO Science Center throughout the following year.

A.1. Research Process

After training on the operation and safety procedures for the 40-foot radio telescope, student teams are given access to the instrument to observe and collect data. Teams determine their own observing schedules and modify their research strategies as students gain experience and begin to analyze their data.

Each student research team is matched with an NRAO staff scientist who acts as an advisor to the team, guiding students by asking questions rather than by giving answers. In order for the students to truly experience research, GSMS staff members do not tell the students what to do, but rather encourage them to consider various concepts and procedures. Although this may be frustrating to the students at first, it promotes a thorough understanding of the nature of science and develops intellectual confidence.

Each team is also assigned a mentor, a GSMS staff member who assists the team members in working together. Students are placed in new roles as radio astronomers and are responsible for developing their own understanding of the necessary concepts and research strategies. With this freedom and responsibility to learn and explore, some students experience understandable anxiety at first. They must learn to trust each other and their data and take control of their project. The mentors help mediate the group dynamic and ensure that all team members participate equally.

A.2. Observing Time on the Green Bank Telescope

Midway through the GSMS program, NRAO honors the students by awarding observing time on the Robert C. Byrd Green Bank Telescope – this is a surprise to the students. A GSMS student research team created the GBT image above. Each of the teams receives one hour of telescope time. They are challenged to devise questions to answer with the Green Bank Telescope that are related to their 40-foot radio telescope research projects and to write and submit abstracts to NRAO for evaluation. Once all abstracts have been approved, the GBT observing time is scheduled. NRAO Staff scientists supervise research teams while students control the telescope and collect data.

A.3. Astronomy Content

People learn best when they need to know, and presenting students with research problems at the beginning of GSMS primes them with this need. This is not the typical approach for classroom instruction, but it models the strategy that a scientist or engineer uses to approach a new problem, and it has proven successful at GSMS. Therefore, throughout the program, relevant content is delivered through Science Talks. Core concepts such as how astronomers analyze the electromagnetic radiation they receive at their telescopes, as well as content related to the research projects – the nature of black holes, how galaxies form, the large scale structure of the universe – are addressed through a combination of lectures and activities. For example, students participate in guided experiments with optical spectra to learn how and why celestial objects emit light and radio waves, and they hear from practicing scientists about how research is done and how data is analyzed.

A.4. Capstone: Research Colloquium

On the final full day of the GSMS, student teams present the results of their research and suggestions for continued study at a colloquium. GSMS staff and NRAO scientists and engineers comment on their methods and results. Sharing, discussion, and debate are large components of science, and the academic colloquium serves as the forum for this process at the GSMS. Students are encouraged to understand that while they have created a presentation that describes their research project that they will not have finished their research by the end of the GSMS, but rather will report on their work in progress, illustrating the ongoing nature of scientific research.

B. Directed Studies

GSMS-Green Bank supplements the central research team theme with additional educational activities called directed studies, which were conceptually developed at the National Youth Science Camp. Directed studies at GSMS are hands-on investigative small group experiences conducted in 20-student groups in two-hour sessions over two-day periods. Over the course of GSMS all of the students rotate through three topics of study. Two of these, Topics of study include field research in stream ecology, bench experiences building electronic circuits, and data analysis using computer-based image processing software. Directed studies, complement the primary research theme of radio astronomy and provide students with information that may assist them in understanding their research project. In addition, directed studies introduce students to STEM careers related to other fields of study.The Observatory site lends itself to the third topic, field research in stream ecology. All of the directed studies introduce students to STEM careers related to other fields of study.

C. Enrichment Experiences

The central research theme is enhanced with academic enrichment experiences including guest lecturesseminars, field trips, and other activities that broaden students’ understanding of the role of scientific research in society. GBT observers and nationally recognized experts present guest lectures during the GSMS program.

Whole group activities include STEM-focused quiz bowl competitions, investigating the chemical aspects of tie-dyeing, and contests in which students are challenged to design towers or to launch cotton balls using a small assortment of materials. These whole group activities provide a structured atmosphere where students can socialize and learn science and engineering concepts.

The formal GSMS-Green Bank academic activities are supplemented with challenging outdoor activities, taking advantage of NRAO’s proximity to natural scenic areas. These activities help students to build self-confidence, gain an appreciation of the recreational activities available in West Virginia, and expose them to scientific concepts in a more informal setting. Students are guided by experienced staff members and choose excursions suited to their interests and abilities. Activities may include caving, hiking, mountain biking, and opportunities for overnight backpacking trips in the Monongahela National Forest.

D. Carpe Diem

A key aspect of the GSMS program is its carpe diem philosophy, adopted from the National Youth Science Camp. This philosophy strengthens the program by encouraging students to appreciate their experiences day by day and to give undistracted attention to the questions at hand. This approach also permits the staff to plan numerous special events that surprise the participants. Instead of a two-week agenda of classes and activities, a daily schedule is posted each morning. Surprises in 2013 2012 included a square dance with by a local old-time band (led by NRAO astronomer Dr. Jay Lockman), a picnic at the NRAO recreation center, an excursion on the Durbin Rocket steam locomotive, and observing time on the GBT.

Typical Daily GSMS Schedule

|7:00 AM |Wake up |

|7:30 |Breakfast in the NRAO Cafeteria |

|8:15 |Announcements in the Jansky Laboratory Auditorium |

|8:30 |Science Talk |

|9:30 |Directed Studies |

|12:15 PM |Lunch in the NRAO Cafeteria |

|1:15 - 5:00 |Seminars (outdoor adventure, informal academics, recreation area, etc.) |

|5:15 |Dinner in the NRAO Cafeteria |

|6:00 |Whole Group Activities |

|7:00 |Science Talk |

|8:00 |Free Time |

|8:30 |Snacks on the Star Party Patio |

|10:15 |Cabin Meetings |

|10:30 |Lights Out |

Provisional Program Calendar

|Sunday |Monday |Tuesday |Wednesday |Thursday |Friday |Saturday |

|Day 8 |Day 9 |Day 10 |Day 11 |Day 12 |Day 13 |Day 14 |

|Field Trips |Science Talk: The Robert C. |Science Talk: Techniques for |Science Talk: How to Present |Research Group Meetings |Research Group |Evaluations |

|Mountain Biking |Byrd Green Bank Telescope by |Trusting your Data by Ms. Sue |Your Research by Ms. Sue Ann |Learn to Use PowerPoint |Academic Colloquium |Packing |

|Caving |Dr. Richard Prestage |Ann Heatherly |Heatherly |Outdoor Activities |(Presentations) |Graduation Ceremony |

|Cranberry Glades |Research Group Meetings |Directed Studies |Directed Studies |Research Group Meetings |Off-campus Excursion and |Picnic |

|Overnight Camping |Outdoor Activities |Electronics: Building Simple |Electronics: Building Simple | |Dinner |Check-out |

|Science Talk: Alaska Fisheries|Recreation Area |Circuits |Circuits | | | |

|by Ms. Michele Wolbert |Mountain Biking |Hands On Universe: Digital |Hands On Universe: Digital | | | |

|Research Group Meetings |Dancing |Image Analysis |Image Analysis | | | |

| |Tie Dyeing |Stream Ecology: Exploring Deer|Stream Ecology: Exploring Deer| | | |

| |Quiz Bowl |Creek with Science |Creek with Science | | | |

| |Research Group Meetings |Outdoor Activities |Outdoor Activities | | | |

| | |Recreation Area |Recreation Area | | | |

| | |Mountain Biking |Dancing | | | |

| | |Dancing |Science Talk: (Guest) | | | |

| | |Science Talk: (Guest) |Research Group Meetings | | | |

| | |Research Group Meetings | | | | |

E. Ongoing Commitment

NRAO and NYSF will continue to nurture GSMS participants beyond the program through informal E-mail contact with the students and their schools. Students are invited to join an Internet group and encouraged to use this forum to maintain connections. Ongoing communication may include notices of upcoming astronomical events, activities at NRAO, or announcements about further NYSF program opportunities. It is important for students to feel that they have a relationship with our organizations that extends beyond the two-week program. Since the inception of GSMS-Green Bank, several alumni have graduated high school and continued their relationships with NYSF as delegates to the National Youth Science Camp and even staff at NYSF programs.

III. Staff: Teachers and Mentors

Members of the GSMS-Green Bank faculty are selected through a competitive process that identifies exemplary mathematics and science teachers who are committed to supporting research as the integration and application of mathematics and science. We are fortunate to be able to draw from a national pool of exemplary teachers who have proven abilities in inquiry-based instruction. Many GSMS teacher faculty have walked a mile in the students’ shoes in a similar research experience at NRAO. This experience, along with pre-camp training for new staff, ensures appropriate content expertise and ability to support student research.

Teachers play a key role in the operation of the GSMS and are empowered through ownership of the instruction and research program. Members of the faculty will be responsible for teaching appropriate subject matter and coordinating the students’ research projects.

Mentors are selected through a competitive process that recognizes their ability to work in a collaborative environment; commitment to supporting young people; formal college background in science, technology, engineering, or mathematics; familiarity with outdoor recreation in the Pocahontas County region; and around-the-clock availability during the GSMS session. Mentors also serve as resident advisors.

It is anticipated that some members of the staff of the NYSC will be interested in participating as mentors at the GSMS. Because most of these staff members are alumni of the NYSC program, have demonstrated excellence and ongoing involvement in some aspect of science, and have substantial experience working in Pocahontas County, they are well suited for these positions. They will have already received training in first-aid, CPR, wilderness safety, as well as supporting youth education in science. Their personal and educational experiences enhance the support that they will provide to the GSMS students. Mentors are available to the students 24 hours a day and will make presentations and conduct seminars on a variety of academic and recreational topics. An essential component of their function is to make science fun and to convey that an interest and ability in science is “cool.”

The NYSF and NRAO will solicit statements of interest from prospective staff prior to notification of the award. Both organizations have pools of talented and experienced staff members from which to draw.

IV. Logistical Requirements

GSMS is held on the campus of the NRAO in Green Bank, Pocahontas County, West Virginia. Home to the world-class Robert C. Byrd Green Bank Telescope, NRAO provides a unique setting for learning and exploration. The 2,700-acre NRAO facility is situated in a rural community contiguous with the Monongahela National Forest and the contrast between high-tech scientific instruments and the natural laboratory of the National Forest provides unique intellectual opportunities for the GSMS students.

The NRAO Science Center contains 3 large classrooms, a networked computer lab, an exhibit hall, and auditorium space to support instruction and research projects. The basement is a large multi-use area (3,000 square feet) suitable to use for larger group activities. This space also functions as an electronics lab with twenty soldering stations. The Star Party patio just outside provides a location for optical telescopes and a setting for whole group activities. The Science Center is adjacent to the NRAO research laboratory, which contains the Green Bank Telescope control room, the electronics lab, and the library.

The NRAO recreation area includes a swimming pool, tennis court, basketball court, volleyball court, and picnic shelter. NYSF and NRAO vehicles provide on-site transportation, and off-site travel is contracted through Pocahontas County Schools. NYSF provides a collection of outdoor recreation equipment including mountain bikes, backpacks, and caving equipment.

Institutional Capability: National Youth Science Foundation

NYSF is a 501(c)(3) not-for-profit organization whose mission is to honor, sustain, and encourage youth interest and excellence in science through comprehensive informal science education programs. NYSF provides opportunities for constructive interaction with others and emphasizes the social value of thoughtful scientific careers. NYSF carries out its mission primarily through the National Youth Science Camp (NYSC), an experiential immersion into science, technology, engineering, mathematics, and leadership which brings together approximately 100 high-achieving high school graduates (two from each state and others from countries around the world), a group of top scientists, and a talented staff for four weeks of interaction and learning at a secluded natural area in West Virginia's Monongahela National Forest. The NYSC was founded in 1963 by the State of West Virginia as part of its Centennial Celebration, has served more than 4,600 students, and was recently recognized by an independent assessor as one of the nation’s premiere experiential science education programs.

The NYSC program model consists of three primary components: a diverse academic program, a challenging outdoor program, and a series of special events. The NYSC balances serious scientific inquiry with activities that encourage delegates to consider supplemental opportunities in the humanities, arts, and outdoor recreation. Lectures and directed studies are the major components of the academic program. Prominent guest lecturers have included Dr. Francis Collins, Director of the Human Genome Research Institute; Nobel Laureate Dr. John Nash; and Dr. Holmes Morton, pediatrician and recipient of the Albert Schweitzer Prize and the MacArthur Foundation “Genius” award. Hands-on directed studies provide opportunities for exploration outside traditional secondary education and have included the dissection of human arms (led by a surgeon), the design of Mars space mission (led by a space scientist from Lockheed Martin Astronautics), programming in Mathematica (led by a scientist at Wolfram Research, the publisher of Mathematica), and inventing (led by an NYSC alumnus and former research and development scientist with the Hewlett Packard Corporation).

Held at a rustic facility in northern Pocahontas County, the NYSC program leverages its location to expose students to the large array of outdoor activities that are available nearby. These include rock climbing, caving, mountain biking, backpacking, and whitewater kayaking. The outdoor program encourages students to step outside their comfort zones, while maintaining a safe environment. Challenges and opportunities like these support creative thinking and enhance students’ adaptability.

The NYSF has substantial additional experience operating youth science education programs within West Virginia. In addition to operating the 2005 through 2009 Green Bank sessions of the GSMS along with the NRAO, the NYSF held the Mountaineer Youth Science Camp in 1995 and 1996 for high school juniors from around West Virginia (the NYSF is currently seeking partners who would provide support to resume this program). In 2002, with support from the United States Department of State, NYSF hosted the first session of the Youth Science Leadership Institute (YSLI) with approximately 25 students each from the United States, Canada, and Mexico. Based upon the success of the North American session of the YSLI in 2002, the Department of State encouraged the NYSF to expand the YSLI program and in 2006 the program served 65 students representing 16 Western Hemisphere countries.

NYSF is a not-for-profit, 501(c)(3) organization. Additional information about NYSF is available on the Internet at . Multimedia summaries of recent programs are available at 2012. and .

Institutional Capability: National Radio Astronomy Observatory

The National Radio Astronomy Observatory (NRAO) is a research facility of the U.S. National Science Foundation, operated under a cooperative agreement by Associated Universities, Inc., a 501(c)(3) not-for-profit educational and research corporation. NRAO’s scientific mission is to provide state-of-the-art radio telescope facilities for use by the scientific community. NRAO conceives, designs, builds, operates, and maintains radio telescopes used by scientists from around the world. Scientists use the NRAO facilities to study virtually all types of astronomical objects known, from planets and comets in our own Solar System to quasars and galaxies billions of light-years away.

NRAO’s educational mission is to support the development of a society that is both scientifically and technically literate. In Green Bank, NRAO accomplishes this mission through a combination of formal programs for teachers and students and informal programs for school children and the general public.

NRAO has been conducting teacher professional development workshops since 1987; the central aim of which is to change the practice of science teaching by involving teachers in a real-world research experience. Funded through competitive grants from the National Science Foundation and by the NASA Goddard Space Flight Center, these residential Teachers’ Institutes have immersed over 1000 K-12 teachers and pre-service teachers in a research environment most educators never encounter. Participants, working with scientists and engineers, conduct research projects using the 40-foot radio telescope, attend lectures and colloquia, and develop classroom projects. Rigorous published evaluation studies have shown that participation in the Institute significantly increases teachers understanding of the nature of science in ways that translate into classroom practice. This successful program with its emphasis on scientific research is the inspiration for the Governor’s School for Math and Science.

In addition, NRAO hosts approximately 1,500 K-16 students each year for overnight fieldtrips to use the 40-foot radio telescope (including National Youth Science Camp delegates), and operates a residential summer camp for incoming ninth graders as part of the federally funded GEARUP program. Beginning in 2008, the NSF funded Pulasr Search Collaboratory program has engaged high school students and their teachers in cutting edge astronomical research to discover new pulsars. More than 800 students from 19 states are actively involved in data analysis that has so far resulted in the discovery of 6 new pulsars.

A more complete listing of NRAO grant awards and educational projects can be found in Appendix 2. Additional information about NRAO is available on the Internet at gb.nrao.edu.

V. Institutional Support

NYSF and NRAO will each contribute substantially to GSMS operations through cost-sharing mechanisms, in-kind contributions, facilities and equipment use, and partial staff salaries.

NRAO

NRAO donates in-kind contributions of time without remuneration for lectures, tours and staff scientists/engineers who work with the research teams, and for people of all skills who describe their function within the observatory. NRAO makes a radio telescope and all its accessory equipment available exclusively for education year-round. NRAO also makes its computer network, electronics test equipment, library, and other facilities available, although these are shared resources. Budget line contributions include:

A. Staff (Total $39,483)

• Education Officer contributes 2 person months per year in planning and implementing GSMS = $10,833.

• Eleven scientists contribute 6 full days per year in lecture per activity preparation, delivery, and informal interaction/mentoring with the students. 6 days x 11 people = 3.3 work-months / year. $80,000.00 per year/12 months x 3.3 months = $22,000.00 per year.

• One software engineer, 1 electrical engineer, 2 technicians will participate to the same extent as the scientists as above. Average salary $66,500.00/12 months x 1.2 months = $6,650.00

• One work month per year of engineering time is required to repair, maintain, and upgrade the 40-foot educational radio telescope: $79,800.00 per year / 12 months = $6,650.00

C. Fringe Benefits (Total $13,839)

• Fringe benefits at a rate of 30% on salaries is $13,839

D. Equipment (Total $32,079)

• The cost of the equipment contributed to the program is divided by the number of years the equipment can be used. The annual fraction that students and teachers utilize the equipment is then factored in. The radio telescope and associated electronics are dedicated full-time to education.

40-foot radio telescope value prorated over 35 years. $5,700.00

Electronics prorated over 5 years. $2,500.00

• Computer network and software: The computer network, computers, and astronomical software are valued only for the fraction of time utilized by the GSMS: $2,279.00 ($3,500 software license, $22,000 computers/network equipment, $14,000/year T-1 estimate)

• Student use of the Green Bank Telescope. Direct costs to operate the GBT have been estimated to be $1800/hour. GSMS students receive 12 hours of telescope time.

E. Travel (Total $41,260): NRAO currently charges $8090.00/day in room and board at its residence hall for all of its other residential programs. In order to control grant costs, NRAO has agreed to reduce this rate to $60.00/day per faculty member. Total travel costs, including lodging, meals, and transportation, are based on actual expenses from the 2012 GSMS.

I. Indirect Costs (Total $79,680): NRAO’s current indirect cost rate is 52.5%. If applied to NRAO’s direct costs (real and contributed) of $151,771 this would result in a charge of $79,680.

National Youth Science Foundation

C. Fringe Benefits (Total $3,600.00). NYSF contributes the fringe benefits of the Education Coordinator/Dean.

D. Equipment (Total $5,000.00). NYSF also makes available its inventory of outdoor equipment, including mountain bikes, caving and climbing equipment, backpacks, and tents (valued at approximately $5,000).

E. Travel (Total $6,000.00). Anticipating that student staff will be selected from a national pool, NYSF contributes approximately $6,000 in their travel expenses.

VI. Scalable Capacity for $120,000 or $240,000 Award

This proposal presents a two week experience for sixty rising high school freshman with state support of $120,000. In the event that $240,000 were made available, the GSMS program could easily be scaled to two sessions, serving a total of 120 students. With staff already trained and experienced, NRAO facilities could be turned over for a new cohort of students during the afternoon following Saturday graduation of the first session. The new students would then arrive the following afternoon for a second two-week session, arriving on a Sunday and departing on a Saturday.

VII. Governor’s School Advisory Board

NYSF and NRAO will communicate with the Governor’s School Advisory Board as they finalize the academic program, coordinate the selection of students, and manage the program budget. This oversight is a mechanism to ensure compatibility with other Governor’s Schools.

VII. Provisional Timeline

|Date |Tasks |

|January 2014 |NYSF-NRAO planning meetings |

| |Solicit letters of interest from prospective faculty |

| |Contact with GS Advisory Board regarding student recruitment |

| |Upon grant notification, advertise for faculty and mentors |

|March 2014 |Finalize outstanding issues with student recruitment |

| |Select students and staff (teachers and mentors) |

| |Planning continues in concert with GS Advisory Board |

|April 2014 |Complete GSMS-Green Bank schedule for 2014 |

| |Communicate with students |

|July 25, 2014 |Staff arrive - preparations and training for GSMS |

|July 28 – August 10, 2014 |GSMS-Green Bank |

|August 11, 2014 |Last day for staff |

|September 2014 |Prepare report to WV Department of Education and the Arts |

| |Communicate with students |

|October 2014 |Continue communication with students. |

| |Begin planning for 2015 GSMS. |

VII. Evaluation

The goal of GSMS is to build academic research skills and cultivate interest in STEM (science, technology, engineering, and mathematics) careers among young students. Assessment is a strong and integral component of this program. Therefore, since the inception of GSMS-Green Bank, we have employed a quasi-experimental approach to evaluation.Evaluation instruments and open-ended questionnaires are used to assess the immediate impact the GSMS experience has on students’ research skills, their attitudes toward inquiry, and their confidence in their ability to conduct STEM research. Two instruments developed for the GSMS evaluation contain series of statements to which participants respond using a four point Likert-like scale (see Appendix 3). Although significant gains were not seen on many of the test items, this is attributed to high scores on the pretest. Average pre-test scores on many items were already in desirable ranges.

The survey instruments include:

1. Research Self-Assessment: The Research Self-Assessment is designed to assess the research attitudes, skills, and confidence of GSMS students. This instrument is given to students before they embark on their group research projects and again after they complete the projects. This instrument gauges progress in self-esteem, confidence, ability to work with others, and knowledge of the nature of scientific research. Response choices on this Likert-like scale instrument range from Strongly Agree” (coded 1) to “Strongly Disagree” (coded 4). The hope is that students’ research skills and their self-perceptions of those skills will improve as the result of their participation in the GSMS.

2. Student Survey: This survey is given to students as soon as they arrive at GSMS and again at the conclusion of the program. The instrument should indicate changes in student’s attitudes toward science. In addition, it should tell if they have greater knowledge of how science is done in the real world as a result of participating in GSMS.

GSMS students also evaluate the overall GSMS-Green Bank program. Information gathered through this third survey permits GSMS staff to modify and improve the program each year. In addition to the Likert-style scaled evaluation items, students complete an overall evaluation of program elements and are provided an opportunity to provide written comments including constructive criticism, ‘pats-on-the-back,’ and comments about personal growth. These written comments reveal additional information about positive and imperfect aspects of the program.

Results from Prior Support:

Rigorous evaluation of GSMS-Green Bank sessions over the years has proven the program to be a success. This unique GSMS program instills in students confidence in their ability to conduct authentic research. Governor’s School is a life-changing experience for many Green Bank students. The evaluation summary from the 2012 session is presented below. These results are consistent with those from previous years (Prior years’ evaluation reports are available on request):GSMS is proven to

• GSMS increases participants’ research skills and confidence in conducting research. Prior to beginning the GSMS, students indicated concerns about conducting research. They were afraid they would not have the necessary background or be able to get the right answer to the problem presented to them. After GSMS, participants were more confident in their ability to do research. They were less fearful of appearing foolish or ignorant to their peers and placed greater value on collaboration.

• Increase self-efficacy in participants. GSMS participants recognize that they could do STEM research as a result of participating in the program and consequently see themselves as a future scientist/engineer.

• GSMS advances participants’ understanding of the nature of science and inquiry. Students believed initially that science is unchanging and that what is known in science should not be questioned. After GSMS, students recognized that science is about testing ideas, that careful techniques are important in scientific investigations, and that being a scientist would be fun.

***Insert Eval Stuph***

Narrative Program Evaluation

Constructive Criticism: What aspects of the WV GSMS at Green Bank could be improved?

• More time to get ready in the mornings. More time for showers at night.

• More call time or another phone.

• Make more time to work on our projects by cutting our activities time in half every few days.

• More variety of activities (outdoors).

• A new directed study in something like chemistry would be fun.

‘Pats-on-the-Back:’ Suppose you were sitting next to a potential student of the GSMS. How would you describe the GSMS experience?

• Being at GSMS transformed me into a true scientist. We thought as scientists, collected data as real scientists, and had the “natural high” that scientists have when they have made a discovery.

• It was so much fun and a really unique experience. We got to learn so much more about math and science, we got to make new friends, try new things, and go new places. The best part, though, was that we were able to use the 40-foot telescope for data for our project and we were granted special permission to use the GBT.

• Mountain biking was the best because it kept me in shape for soccer.

• I had the time of my life. Not only that, but I think I may have found my calling in these two weeks. It was hard and frustrating at times, but still one of the best things of my life. And I made a lot of new friends. The sleep arrangements were odd at first, but I got used to them. I was a bit isolated without my cell, but the sights and the sky at night made up for it.

• The GSMS is a wonderful experience that can’t be duplicated. You will get the opportunity to do amazing things. The GSMS gives you an entirely new look on the world. When I went we got to solder something, make ice cream, go slack lining, and I got to use the GBT.

Personal Growth: What have you gained from the GSMS experience in terms of science, careers, and leadership?

• I have gained much more knowledge here than I ever did in science classes. Career-wise, I have broadened my experience to a different area, and this could be what I want to do for the rest of my life. Leadership-wise, I gained a lot more self-confidence. Coming here, I didn’t know what to expect, but I became a leader and reached out to others.

• GSMS inspired me to possibly look into a career in radio astronomy.

• I can’t tell you all that I’ve gained. I’d need a bigger piece of paper. But I will tell you that it was invaluable.

• GSMS has given me much more leadership along with a little nudge in the direction of computer software engineer. Also, I can think for myself and answer NEW questions instead of heading to Google for pre-answered questions.

Appendix 1: Research Problems

At the West Virginia Governor’s School for Mathematics and Science in Green Bank, students are assigned in groups of 4, 5, or 6 students (single-gender) to investigate one of 12 different research problems. Over the two-week period of the GSMS, each research group works as a team supported by a teacher, a mentor, and a staff scientist from the National Radio Astronomy Observatory.

Example Research Problem: Hydroxyl Detection

After HI (“H One”) was discovered in the early 1950s, astronomers wondered if simple molecules could be detected. The OH (hydroxyl radical) molecule was predicted to have spectral emission at four frequencies: 1612, 1665*, 1667*, and 1720 MHz. The OH radical was first detected in absorption toward Cas A in 1964 at two of the transitional frequencies: 1667 and 1665 MHz.

You and your colleagues are from the Hydroxyl Detection Commission. You have received observing time on the 40 Foot radio telescope in order to investigate the OH emission in 3 molecular clouds: the Orion Nebula, W3, and W49. The following questions may be used as a starting point for your research:

1. Can the 40 Foot detect these molecular clouds?

2. Can the 40 Foot detect OH emission in molecular clouds?

3. What does the presence of OH tell you about star formation?

You are to design a set of questions and experiments that will allow you to accurately explore this region of the sky. A staff advisor will be available to help guide your research, however, generating questions and performing the required experiments to yield answers to the questions are your responsibility. At the end of your observing run your team will be asked to give an oral and written report to your colleagues and the observatory staff. The reports will contain a detailed outline of the steps taken to arrive at the presented results, as well as recommendations for future investigations. You are NOT expected to be finished with your research, but should tell us what you know based on what you did. Be prepared to defend your results during the question and answer session that will follow.**

** The purpose of this project is to have you acquire the flavor of scientific research and to sharpen your skills of scientific reasoning and debate -- there are many ways to investigate your problem - and no one right way. Have Fun!

Reference: History of masers:

Example Research Poster: Hydroxyl Detection – GSMS 2009

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Appendix 2. Staff Roles

Position Description: GSMS Teacher

Revision: May 9, 2013

Position: Teacher, Governor’s School for Mathematics and Science

Reporting Relationship: Director of the Governor’s School for Mathematics and Science

Classification: Temporary - Program, exempt

General Summary:

The GSMS staff creates a supportive and challenging environment in which students experience scientific research first-hand. Staff guide students in asking questions and then step back as the students design and conduct experiments and draw their own conclusions. Teachers work with the mentors to provide academic and social leadership to student research teams, encourage critical thinking about long-term effects of current actions, and model the NYSF philosophy of attention to the present.

Qualifications and Requirements:

• Bachelors degree or higher from an accredited college or university.

• Current teaching license or substantial background in classroom or experiential education.

• Desire to work with rising 9th grade students in an intensive residential setting

• Valid motor vehicle operator’s license preferred.

Essential Functions and Responsibilities:

General Staff Responsibilities

• Guide students through the inquiry process by helping them direct their thought process rather than giving instructions or answers.

• Serve as a guardian for students while they are in residence.

• Assist with program operations as needed.

• Assist with field trips.

• Specialized Responsibilities for Teacher

• Coach a team of student researchers in the process of scientific inquiry.

• Lead morning directed studies.

• Work with other teachers and mentors to plan in lead whole-group evening activities

Coach a team of student researchers in the process of scientific inquiry.

Present morning directed studies.

Work with other teachers and mentors on organizing and leading whole-group evening activities.

Position Description: GSMS Mentor

Revision: May 9, 2013

Position: Mentor, Governor’s School for Mathematics and Science

Reporting Relationship: Director of the Governor’s School for Mathematics and Science

Classification: Temporary - Program, exempt

General Summary:

The GSMS staff creates a supportive and challenging environment in which students experience scientific research first-hand. Staff guide students in asking questions and then step back as the students design and conduct experiments and draw their own conclusions. Mentors work with the teachers to provide academic and social leadership to student research teams, encourage critical thinking about long-term effects of current actions, and model the NYSF philosophy of attention to the present.

Qualifications and Requirements:

• High school diploma or equivalent.

• Desire to work with 8th-9th grade students in an intensive residential setting.

• Academic experience in a scientific STEM field (preferred).

• Valid motor vehicle operator’s license (preferred).

Essential Functions and Responsibilities:

General Staff Responsibilities

• Guide students through the inquiry process by helping them direct their thought process rather than giving instructions or answers.

• Model NYSF program philosophy of attention to the present.

• Provide a safe environment for creative and critical thinking and exploration of new ideas and activities.

Specialized Responsibilities for Mentor

• Work with a teacher to lead a student research team through an astronomy project.

• Lead afternoon seminars and activities (may be academic, athletic, artistic, etc.).

• Supervise students during evening bunkhouse hours, including cabin meetings before bed.

• Appendix 3: Major Recent Grant Awards Received by NRAO-GB

2012: Skynet Junior Scholars: Engaging Youth in Authentic Science Using Research Grade Robotic Telescopes, Proposal to NSF Informal Science Education, funded 2012-2015.

2012: CRPA: Little Green Men: A Documentary Film about the Pulsar Search Collaboratory, Proposal to the NSF, funded 2012-2014

2010: Targeted Expansions of the Skynet Robotic Telescope Network's Wavelength, Geographic, and User-Community Footprints, Proposal to the NSF AST program. Funded 2010-2013.

2007: The Pulsar Search Collaboratory, a Comprehensive Program for Teachers and Students, Proposal to the NSF ITEST Program, funded 2008-2011.

2004: NASA IDEAS Grant Project Quiet Skies funded 2004-2006.

2003: NASA/NRAO Astronomy Institute for Teachers. Proposal to NASA. Funded 2003-2007.

2000-present: Research Experience for Teachers, funded by the NSF REU Program.

1997: Radio Astronomy Research Enhancing Coordinated and Thematic Science (RARE CATS). Proposal to the NSF Teacher Enhancement Program, funded 1998-2003.

1997: Catching the Wave, Enhancing the NRAO Public Education Program. Proposal to the NSF ISE Program, funded 1998-2001.

1997: New Connections Partners in Education. Proposal to Apple Computers, Inc., funded May 1997-May 1999.

NSF supported programs in which we participate:

1988-present: Chautauqua Short Course: A Radio View of the Universe The annual Chautauqua Short Course is an NSF sponsored program that provides an opportunity for NRAO astronomers to communicate new knowledge, concepts, and techniques directly to college teachers in ways which are immediately beneficial to their teaching.

2000-present: Contemporary Laboratory Exercises in Astronomy (CLEA), summer workshop. Project CLEA staff and teachers develop laboratory exercises that illustrate modern astronomical techniques using digital data and color images. Their summer workshop series includes an overnight experience at the NRAO.



1996-present: Hands-On Universe (HOU). HOU is an educational program that enables students to investigate the Universe while applying tools and concepts from science, math, and technology. The NRAO participates as an informal site for HOU. .

Appendix 4. Evaluation Instruments

Research Self-Assessment

Soon you will be given a group research project to complete. Indicate to what extent you agree or disagree with the following statements. It is extremely important that you respond to each statement honestly. Your responses will never be connected to you personally. Please be sure you answer all items on the lines provided.

SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree

SA A D SD

1. I am comfortable using the telescope. ____ ____ ____ ____

2. I am scared. ____ ____ ____ ____

3. I don't have the background I need for this. ____ ____ ____ ____

4. My teammates know more than I do. ____ ____ ____ ____

5. I am exhilarated. ____ ____ ____ ____

6. I am overwhelmed. ____ ____ ____ ____

7. I need more math competence. ____ ____ ____ ____

8. I really want to succeed. ____ ____ ____ ____

9. I am afraid of making a fool out of myself. ____ ____ ____ ____

10. I know how to answer a research problem. ____ ____ ____ ____

11. I will be able to apply this research to other

areas of science. ____ ____ ____ ____

12. My team won't be able to get the right answer. ____ ____ ____ ____

13. I don't know whether I can get it done. ____ ____ ____ ____

14. I don't like depending on other people. ____ ____ ____ ____

15. I know I could do it better myself. ____ ____ ____ ____

16. The scientists will help me when I need it. ____ ____ ____ ____

17. I feel like I don't know anything. ____ ____ ____ ____

Please continue

SA A D SD

18. I really want to do this research. ____ ____ ____ ____

19. The scientists are too smart for me. ____ ____ ____ ____

20. I am afraid to ask the scientists questions. ____ ____ ____ ____

21. I'm afraid we won't replicate earlier results. ____ ____ ____ ____

22. I'm looking forward to working in a group. ____ ____ ____ ____

23. Using the scientific method is essential. ____ ____ ____ ____

24. I am worried about getting this project completed

on time. ____ ____ ____ ____

25. I feel confident about doing research. ____ ____ ____ ____

26. Getting the right answer is important. ____ ____ ____ ____

27. Please state any additional thoughts and concerns as you begin the research project. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

28. Gender (please circle one): Girl / Boy

29. Age:______________________

30. Favorite subject:____________________

31. Career Interests:_______________________________________________________

32. Last report card grade in science (please circle one): A B C D F

33. Race/Ethnicity (Please check):

Caucasian _______ Hispanic ________

African American ________ Asian American ________

Student Attitudes Toward Science (SATS) Survey

This is not a test. The only "right" answer is whatever you believe. If you do not respond as you really believe, this information will not be valid. Your responses will remain anonymous. Please be sure that you give a response to every question or statement. Please respond only on the spaces provided.

None of the time All of the time

1. Science is fun. ____ ____ ____ ____

34. Science is boring. ____ ____ ____ ____

35. Information learned in science is used in daily life. ____ ____ ____ ____

36. Being a scientist would be fun. ____ ____ ____ ____

37. Most scientists work alone. ____ ____ ____ ____

38. Scientists enjoy solving problems. ____ ____ ____ ____

39. In science it is important to plan experiments

to test your own ideas. ____ ____ ____ ____

40. I listen to the ideas of others. ____ ____ ____ ____

41. I solve problems. ____ ____ ____ ____

42. I ask questions. ____ ____ ____ ____

43. I work alone. ____ ____ ____ ____

44. I work in groups. ____ ____ ____ ____

45. I use computers. ____ ____ ____ ____

46. I use equipment. ____ ____ ____ ____

47. I record my observations. ____ ____ ____ ____

48. I worry when results do not match those of my classmates. ____ ____ ____ ____

49. I make graphs or charts using my results. ____ ____ ____ ____

50. Science is a list of facts. ____ ____ ____ ____

51. Science is thinking through problems. ____ ____ ____ ____

52. Science is testing ideas. ____ ____ ____ ____

53. Science never changes. ____ ____ ____ ____

54. Scientists show curiosity ____ ____ ____ ____

55. Scientists have a questioning attitude ____ ____ ____ ____

56. Scientists show skepticism ____ ____ ____ ____

57. Science is an interactive group activity ____ ____ ____ ____

58. Science is a way to generate ideas ____ ____ ____ ____

59. Science is a way to prove theories ____ ____ ____ ____

60. Trial and error is unscientific ____ ____ ____ ____

61. What is known in science should be questioned ____ ____ ____ ____

62. Science is a process of constant testing of theories ____ ____ ____ ____

West Virginia Governor’s School for Mathematics and Science

Evaluation of Program Elements

Constructive Criticism: What aspects of the WV GSMS at Green Bank could be improved? Be as specific as possible so that your comments may be useful as the next WV GSMS is planned.

Pats-on-the-back: Suppose you were sitting next to a potential student of the GSMS. How would you describe the GSMS experience? Be as specific as possible – include the positive aspects as well as how they affected you.

What have you gained from the GSMS experience in terms of science, careers, and leadership?

Did you attend the GSMS at WVU last year? Yes No

Please continue on the next page

|Overall West Virginia Governor’s School for Mathematics and Science Program |Please Circle One Response |

|5 = Strongly Agree |4 = Somewhat Agree |3 = Neutral |2 = Somewhat Disagree |1 = Strongly Disagree |

|The GSMS is the best residential science program that I have ever attended. |5 |4 |3 |2 |1 |

|Please explain: | | | | | |

|The GSMS program effectively balanced hands-on research and outdoor recreational activities. |5 |4 |3 |2 |1 |

|Please explain: | | | | | |

|The GSMS program has increased my understanding of the importance of scientific research. |5 |4 |3 |2 |1 |

|Please explain: | | | | | |

|The GSMS stimulated my interest in scientific areas outside my original areas of interest. |5 |4 |3 |2 |1 |

|Please explain: | | | | | |

|The GSMS stimulated my interest in non-scientific areas. |5 |4 |3 |2 |1 |

|Please explain: | | | | | |

|The GSMS program nurtured thoughtful scientific exploration. |5 |4 |3 |2 |1 |

|Please explain: | | | | | |

|The caliber of the GSMS teachers exceeded my expectations. |5 |4 |3 |2 |1 |

|Please explain: | | | | | |

|The caliber of the GSMS mentors exceeded my expectations. |5 |4 |3 |2 |1 |

|Please explain: | | | | | |

|The GSMS had a significant impact on my goals or views. |5 |4 |3 |2 |1 |

|Please explain: | | | | | |

|Other comments: |

| |

Please continue on the next page

GSMS Program: Please carefully evaluate each component of the GSMS program by circling your response.

|Lecture Series | |

|5 = Strongly Agree |4 = Somewhat Agree |3 = Neutral |2 = Somewhat Disagree |1 = Strongly Disagree |

|The lecture series introduced scientific topics that I had not been exposed to before attending the GSMS. |5 |4 |3 |2 |1 |

|The lecture series helped me recognize the valuable aspects of scientific research. |5 |4 |3 |2 |1 |

|Overall, the lecture series is a valuable component of the GSMS experience. |5 |4 |3 |2 |1 |

|Directed Study Series (HOU, Electronics, and Stream Ecology) | |

|5 = Strongly Agree |4 = Somewhat Agree |3 = Neutral |2 = Somewhat Disagree |1 = Strongly Disagree |

|The directed study series introduced topics that I had not been exposed to before. |5 |4 |3 |2 |1 |

|The directed study series helped me identify connections between science and other areas. |5 |4 |3 |2 |1 |

|The directed study series provided me with hands-on experience. |5 |4 |3 |2 |1 |

|Overall, the directed study series is a valuable component of the GSMS experience. |5 |4 |3 |2 |1 |

|Small Group Research Project | |

|5 = Strongly Agree |4 = Somewhat Agree |3 = Neutral |2 = Somewhat Disagree |1 = Strongly Disagree |

|The small group research project encouraged me to actively participate in scientific research. |5 |4 |3 |2 |1 |

|The small group research project helped me recognize the valuable aspects of scientific research. |5 |4 |3 |2 |1 |

|Overall, the small group research project is a valuable component of the GSMS experience. |5 |4 |3 |2 |1 |

|Outdoor Program (Evaluate only activities that you did) | |

|5 = Strongly Agree |4 = Somewhat Agree |3 = Neutral |2 = Somewhat Disagree |1 = Strongly Disagree |

|The outdoor program allowed me to engage in activities that I had never tried before. |5 |4 |3 |2 |1 |

|The outdoor program exceeded my expectations for the caliber of GSMS programming. |5 |4 |3 |2 |1 |

|Overall, the outdoor program is a valuable component of the GSMS experience. |5 |4 |3 |2 |1 |

|The caving activity is a valuable component of the GSMS experience. |5 |4 |3 |2 |1 |

|The mountain biking program is a valuable component of the GSMS experience. |5 |4 |3 |2 |1 |

Comments:

Thank you for completing this evaluation.

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2008 GSMS students and staff with Gov. Joe Manchin and First Lady Gayle Manchin in front of the Robert C. Byrd Green Bank Telescope

2008 GSMS students and staff with Gov. Joe Manchin and First Lady Gayle Manchin

Gov. Manchin and First Lady with students in 2008.

GSMS student-generated false color image of the Cygnus Complex

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